Programa de residência pedagógica/CAPES : formação diferenciada de professores em cursos de pedagogia?

Abstract

The present research seeks to identify the formative differential and the contributions of the Pedagogical Residency Program (PRP/Capes), as an action of immersion in the field and professional learning of students-residents of the Degree in Pedagogy in a Higher Education Institution (HEI) private and in the continuous formation of teacher-preceptors in the public school-field (both institutions located in the Baixada Santista region/SP), through observation with written records in Field Diaries in the school-field and in HEIs and analysis of documents guiding the PRP/Capes (Public Notices and Ordinances) and HEI (Institutional Project and Pedagogy Subproject). We analyzed such records and documents with the intention of understanding the contexts of influences, text production and practices (BALL, 2011) of the referred program. From this analysis, we understand the PRP/Capes as a form of non-mandatory curricular internship, which has limits regarding the non-universalization of the program for all and its alignment with the Base National Common Curricular (BNCC). We note that this program, as a result of the National Teacher Training Policy, makes no mention of the existing experiences in the country of Pedagogical Residence, although it refers to them and reflects the reality of Public Educational Policies, sometimes with advances and sometimes with setbacks, and expresses the fields in dispute in Teacher Education in the country: the dimensions of public and private and the dichotomy: technical rationality x reflective training. We intend, with the results of the research, to contribute to the improvement of the quality of the training of multipurpose teachers in Pedagogy courses with regard to the professional learning of teaching, the relations between HEI and the public school, the supervised curricular internship and the theory- practice in these courses.